Cicak on the Wall: WORDS Competition 2017

Each year, one of the best parts of my ETA grant was the WORDS Competition, and it was definitely something I was looking forward to as part of my current position.  While working towards WORDS from behind the scenes was certainly different, and I very much missed working one-on-one with my students while they prepared for the competition, I was still very excited for the national competition in Jakarta, especially as this year marked the tenth anniversary of the WORDS Competition.

A quick review for those who might not have been following my blog for two years, and therefore did not experience my joy in Malang and Gorontalo, as well as at the national competitions in Jakarta in 2015 and 2016:  WORDS is a speech and talent competition, developed by ETAs in the 2006-07 cohort, with performances centered on a given theme.  This year’s theme was “Cicak[1] on the Wall,” and students were asked to respond to the question, “If you could be a cicak on the wall of any room in the past, present, or future, where would you choose to be, and why?”

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One of the participants performing traditional dance.

Each of the students was amazing.  Students chose to be cicaks in castles and museums, Kartini’s room of confinement and Nikola Tesla’s lab.  Some speeches were comedic, others inspiring, and still others made the audience cry.   For their talents, students danced, sang, performed traditional martial arts, and more.   The audience was captivated, and the judges—who included two past WORDS winners—certainly had a tough job in selecting the winning participants from such talent.

The night after the competition, there was a group activity planned for the students.  I had not initially planned to join, as the activity is usually exclusively for ETAs and their students, but a few ETAs were sick, and an additional chaperone was needed.  The original plan to go to laser tag fell through because of traffic, but we all took the students to see movies, and it was a grand time anyway.

To commemorate the 10th anniversary of the WORDS Competition, an additional event was added to the experience: English Fun Day.  I won’t deny that I was not exactly thrilled at finding the planning I had to do for WORDS doubled in comparison to previous years, but we managed it, and the end of the day the envent went fairly well.  English Fun Day was held at @America and in addition to the WORDS Participants and their ETAs, also included participants from two Jakarta-based organizations that serve disadvantaged children: Ticket to Life and Sahabat Anak.  Several groups of ETAs developed storytelling, song, and game activities in which everyone could participate, for an afternoon of fun and English language learning.  All of the students, the WORDS participants and our guests, were enthusiastic and adorable, and though managing such events means that you rarely are able to stay in one place for too long, I loved what I was able to see.

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Everyone at the DCM’s house.

During their time in Jakarta, WORDS Participants were also able to explore the capital city with a visit to MONAS, while the ETAs had a meeting about their last weeks at site.   And following the English Fun Day, all students and their ETAs were also kindly invited to a farewell dinner at the residence of Deputy Chief of Mission Brian McFeeters. Though I know shamefully little of the DCM’s work and policies, I will say that he has a wonderful way with young people, and the WORDS students adored him.

The few days dedicated to WORDS were, of course, hectic and stressful.  This job always is.  But unlike most other things in my current position, WORDS involved the young people I love so dearly, and feel most passionate about working with.  WORDS, for me, was a breath of fresh air, and way for me to group myself in the reminder that when this grant is over, I will return to work more directly in education, where I truly belong.  I loved every minute, and I still cannot quite believe that I was able to enjoy a third WORDS Competition, something very few people have the opportunity to do.  Whatever insanity led up to the competition, I feel so blessed to have been there, and I wish all of the participants the best of luck for the future.

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All of the WORDS participants, their ETAs, and the judges.

[1] A cicak is a small lizard.  ETAs changed originally chose the theme “Fly on the Wall,” and then changed the Fly to Cicak in order to make the theme more Indonesia-centered.

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When a Brain Child Grows Up: The Bahasa Project

Throughout my first grant as an ETA, the best teachers I had as I tried to learn Bahasa Indonesia were my students.  I had bought and borrowed textbooks, I searched online for resources, but nothing was as effective as the enthusiasm and humor my students brought to my bumbling attempts to master their language.  I wished on more than one occasion that I could somehow bring my students to every Bahasa Indonesia learner.

This was the spark that brought me to head a project that stretched across the great archipelago of Indonesia, The Bahasa Project.  The aim of the project is to create a series of videos, and sometimes supporting materials, to help folks who may want to learn Bahasa Indonesia or one of the hundreds of local languages spoken throughout the country.  To do this, ETAs enlist the help of their students and other members of their school communities, the true experts in the field, as they talk, tease, and tell their stories in these languages each and every day.

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Almost a third of the 2015-15 ETA cohort created such videos with their students.  This is not the sort of project you can tackle on their own, and I was awed and thankful for the amount of support my crazy idea received after I pitched it to the cohort.  This project would not be what it is without them.

Facilitating the making the videos with my own students was an absolute joy.  I placed control of the project firmly in their hands, from selecting the topic and subsequent vocabulary, to writing and developing the script (I helped with editing a bit), to the directing and acting while the video was being filmed.  I supported them, but refused to tell them what to do with the project: it was they who were the teachers now.

My English Club girls rose to the task at hand, and created not one but two videos for the Bahasa Indonesia section of the project, both about describing people’s personalities.  The thoughtfully crafted skits for each vocabulary word, checking with me to make sure certain examples would make sense to someone outside of Indonesian culture, and adding cultural explanations where needed.  Their skits were effective, creative, and almost always hilarious.  While the filming was taking place, my job was generally limited to pressing the record button on my camera and making sure that everyone was in frame, while my girls tweaked parts of the script, determined whether or not they needed to retake a scene, and teased one another good-naturedly for forgotten lines or for laughing before the scene was over.

Plenty of fun was had by all, and more than once we all ended up on the floor in stitches.  At the same time, my girls treated the project with a seriousness that made me feel like I was on the set of a real movie on occasion.

Many of the students in my English Club were too shy to so much as say hello to me in English when I first started holding English Club meetings, but they stuck to it and kept trying, and their hard work really showed as they tacked this project.  Working with students in this way is one of the most wonderfully humbling experiences I think anyone can have, and I feel blessed to have been a part of this.

In the end, it was time that got in our way, as it always does.  While we had planned out the video for Bahasa Gorontalo, because school was repeatedly canceled we did not have enough English Club days to film it together.  I ended up filming it during my last week at site, and did far more directing than originally planned.  Even so, it was great fun to do, as it involved more students and even some of the teachers.

Due to time and the fact that my old laptop was on its last legs, editing the videos—something my students and I had planned to do together—had to wait until I returned to the states.  While I have at this point shared the completed videos in the English Club Facebook Group, but a large part of me still wishes we had been able to watch them for the first time together.  I comfort myself by knowing that waiting allowed me to create a much higher-quality video, to truly showcase the talent of my students.

Technology and time meant I was not the only ETA whose videos were not finished at the end of the grant, and a few tweaks needed to be made to several of the videos handed to me at our end-of-year conference.  I didn’t really mind one bit, as this meant I had the privilege of seeing the brilliant work made by other students and ETAs from across Indonesia before they were even posted to YouTube.  Though enough videos have been uploaded for the project to go live, there are more videos on the way, and I cannot wait to see what other schools have produced.

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The young people I get to meet and work with as an ETA impress me in a million ways each and every day, and this was just one more chance for them to blow me away.  I am incredibly proud of the work all of the students and ETAs have accomplished in The Bahasa Project, and humbled and blessed to have been a part of it.

 

Links:

Website: thebahasaproject.wordpress.com

YouTube Channel: www.youtube.com/channel/UC6MFZUgG58VZRkqyuFIJ4vA

 

Last Lines: The End of My Gorontalo Chapter

There are entire blogs, Tumblr accounts, etc. dedicated to the last lines of novels.  I myself wonder at the lack of attention given to the last lines of chapters: those few words that transition the reader out of one adventure and into the next.  These are often my favorite lines of a novel, some for their subtlety, others for their pomp and circumstance, and still others that somehow manage to be both at once.

If my time in Gorontalo was a chapter in a book, it’s last line would have been of that last sort, a perfect blend of quiet moments and full-scale productions.

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It may have taken me until my last day at site to see the marching band perform, but that didn’t make it any less amazing.

I left site in the week after finals, which meant I had no more real responsibilities with my school: no classes to teach, no clubs to run, no meeting to attend.  I was thankful for this time and space to really say goodbye to the place I had come to call home; to finally learn how to make tinituan from my closest friend and her mother, after months of planning to do so; to ride my motorbike along my favorite roads one last time; to stop by my favorite martabak sellers and ask them to make me one last of my usual orders; to tell the folks at the internet café, who have become almost like family because I have spent so much time there, that they wouldn’t be seeing me around anymore… my job was done.

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Coordinated costumes, giggles, and balloons…

But it was not all quiet goodbyes.  My final full day at site was an adventuresome one: it began with a jalan sehat (literally, “healthy walk”) in honor of my school’s birthday, which coincided with my leaving; I was finally able to see the school’s marching band perform, after passing by their practice for nine months; and as a themed costume contest was part of the parade, my last day was spent surrounded by the enthusiasm and creativity that I so love to celebrate in my brilliant students.  In the afternoon, my school held a perpisahan, or going-away party, for me, complete with speeches and singing: even I wrote a speech, and sang in front of a crowd for the first time since becoming an ETA in Indonesia (how I managed to escape this for so long is a mystery).  There was a stage, there was a banner, and there was more love than I could ever deserve.

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One last sweaty, happy group photo with some of my students.

My final morning in Gorontalo was spent with some of my favorite teachers, packing up the last of my things and stopping to eat delicious ikan bakar, one last time.  We piled into cars, and headed off to the airport.  We laughed, we cried, we hugged, and said goodbye.

And then it was over.  I boarded the plane with my sitemates, every bit as important to my time here than anyone from my school or community, and headed to Jakarta for the End-of-Year Conference, to say goodbye to the cohort that was my extended family this grant period.

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One of my Indonesian Moms.

Again and again throughout my last week at site, I told people: “It’s not just goodbye, it’s see you later.”  And as I am returning to Indonesia again, I know that I will see many of the wonderful people from that side of the globe again, and I do hope that I will cross paths in the future with the ETAs I have come to love.

But I will never again live in Gorontalo as the ETA at MAN Model.  That chapter of my life is over, and a new chapter is beginning.  The people and places will carry over—if not in my actual everyday existence, then in the cornerstones of my heart—because though this may be a new chapter, but it is still the same story.  But they will take on a new role, as the plot twists into a new shape.

I am sad and excited to turn the page.  I will miss the tale this chapter told.  I can’t wait to see what the next chapter brings.

Meeting Whale Sharks: In Which I Am a Bad Tourist, and Learn Some Important Lessons

As my time in Gorontalo draws to a close, I have been trying to spend as much time as possible with the people who have made my time here such a positive experience, and this includes my students.  After English Club one day, a few students invited me to go with them that weekend to see whale sharks which had been congregating near a village just a little outside of the city.  The decision seemed easy: an opportunity to hang out with my kiddos outside of school and see whale sharks?  Yes, please.

One my site mates regularly dives in Gorontalo, and had told me that the set-up for this whole operation was less than ideal, which is fairly typical for Indonesian tourist attractions (it is still a developing country, after all).  I assumed, therefore, that I would be walking into great disorganization and questionable safety practices.

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My kiddos on their way to see whale sharks for the first time.

I was right.  A haphazard tent was set up for guests to pay for their boats, and while we were required to wear life vests, most of the life vests did not fasten correctly (I think I annoyed some people by insisting that they find ones that did for my kids who couldn’t swim, but I don’t mind annoying people at all when my kid’s safety is at stake).  The ocean looked pretty peaceful at first, which reassured me, but once we past some rocks jutting out into the water, we could see the entire operation, and the chaos was a little terrifying.  Dozens of boats were in the cordoned-off area, with the men rowing them banging on the sides of their vessels, and the folks in the boats taking selfies with one another.  I assumed we wouldn’t see any sharks at all, with everything that was going on, since most animals do not like crowds and noise.

But then a huge, dark shadow passed under my boat.  And then another.  I couldn’t believe it: even with all the commotion, there were still whale sharks.

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A whale shark searching for food from a boat captain.

Of course, this was because they were being fed.  For an additional fee, people could have their boat driver bring a bag of shrimp along with them, to attract the whale sharks to come up close to their boat.  This led to a lot of people screaming when the peaceful giants swam to the surface, and gave people the opportunity to touch them as well. I admit, though I fought with my driver at first, telling him it wasn’t good to touch the sharks (not that I really knew if that was true, but it seemed a good rule), later when more and more people were telling me it was, in fact, fine, I reached out and touched the next one that surfaced on the nose.

There’s a whole lot wrong with this picture.  Even before talking to my site mate afterwards, who knows far more about ocean life than I, and doing a little research of my own, there were some things I knew were not okay.  But there were others I did not figure out until after the fact, and that it not good.

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A young whale shark passing under my boat.

I do want to take a moment to appreciate the beautiful parts of this experience.  Because it really was incredible.  Even though the sharks near the surface were smaller, younger animals, they were still massive.  It will never cease to amazing me that creatures so big eat tiny shrimp and krill, and the way they glide so gently through the water.  To see them in person, and so close, was absolutely amazing.  My girls still talk about it every day: it really is a kind of once-in-a-lifetime opportunity.

But a lot of mistakes were made too.  Some of the mistakes I made were arguably out of my control, and I could not have prevented engaging in them unless I did not go with my students at all (which, quite frankly, might have been something worth considering, but that would need to be weighed against how much my students gained from seeing these majestic creatures in person).  But others could have been prevented if I had been responsible and done research ahead of time.  Lesson learned.

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Whale sharks are known for being incredibly gentle, but this level of comfort with humans could be potentially dangerous.

Do I feel that some improvements should be made to the operation as it stands, so that people can be informed at site as to how to act around these amazing animals, and so that the operation itself is more wildlife-friendly?  Yes, absolutely.  But I also learned, far later than I should have, that I shouldn’t rely on that being the case, and should always do my own research before I go somewhere.

My mother always told me, “Learn from my mistakes, so you can go off and make your own instead of making the same ones as me.”  I’ve always tried to take the same approach with my students, and so I’ve talked about all I’ve learned since going with my English Club, as well as with other students who have heard about our trip.  It doesn’t discourage students from going and seeing the whale sharks themselves, and in many ways I don’t want it to, but I do have students tell me that they won’t feed them, and won’t touch them.  And that’s a start: they’re doing better than I did.

 

For more information about what you should and should not do when going to see whale sharks, check out this site.

Hoping All Their Wishes Come True: National WORDS Competition 2016

April 10th-14th was the National WORDS Competition, an annual English Speech and Talent Competition held by the Indonesia ETA Program.  WORDS was one of the highlights of my experience last year, and it was again this year.

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Noni performing her speech.

All of the performances were fantastic.  The topic was “Three Wishes,” and the range of speeches that came out of that idea were inspiring.  Students spoke about personal wishes, and global wishes, and everything in between.  Their talents were just as incredible as their speeches.  Students sang, danced, performed screen printing on stage… I don’t think I ever smile so broadly as I do when I am at WORDS.  Part of me hopes that if I am ever in Indonesia outside of the Fulbright Program that I will be asked to be a judge, so that I can have the privilege of witnessing such talent, and hope that I never end up being assigned to that task, because I have no idea how the judges are able to select on winner from so many fabulous students.

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New friends.

In the evenings, there were planned activities for the students and the ETAs.  The first night was Laser Tag and Glow-in-the-Dark Mini Golf.  It was even my first time playing laser tag, and I’m fairly certain everyone involved had a blast.  The second night’s activity was ice skating, but due to traffic only about half of the students were able to get to the rink before it closed for hockey practice.  Sadly, the girls from Gorontalo were among those who weren’t able to make it in time, but they headed off to supper with their new friends, and seemed to have a grand time nonetheless. To me, the time the students spend with one another reflects what is really so magical about WORDS: that it is an opportunity for students from all across this diverse archipelago to meet and exchange their own unique cultures, and develop friendships with people they might never have had the chance to meet otherwise.

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The MAN Model girls.

My student from MAN Model, Noni, was extremely nervous about speaking in front of such a large crowd, and meeting so many new people, but she performed her speech bravely and beautifully, and warmed up to students who would become new friends rather quickly.  I was very proud of her, and I’m so glad she got to have this experience.

I may have mixed feelings about coming back to live in Jakarta next year, but there is one part of returning with this program that I know will be 100% amazing, and that is WORDS. No words can adequately express the privilege it has been to attend not one, but two WORDS competitions, and I look forward to the undeserved honor of being present for a third.

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The whole crew of ETAs and Students.  So much talent.  So much love.

(Note: The only photo that is mine is that of myself and Noni together.  Thank you to AMINEF for the rest of them!)

 

When Educational Worlds Collide: An American Classroom and Teacher in an Indonesian School

There are many things that I absolutely adore about teaching in Indonesia.

I love the energy of my students, which sometimes does need some reigning in, but honestly is the reason I show up to work every day.  In the States, one of the biggest challenges of teaching high school, in my experience, was creating excitement and enthusiasm.  That is already there every time I walk into any classroom here.

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Taking class outside, because, well, why not?

I love the way the outside world begins where the classroom ends, and we just have to walk out the door if we want to take class outside.  There is no trekking down the hallway, there is no making sure alarms won’t go off if we go into the courtyard, as there is in so many northern U.S. schools.  We just step out of the classroom, and… there we are.

I love how quickly my students help one another, how they support students who struggle with English to keep up, as best they can, with the rest of the class[1].  I love how easy this makes incorporating group work into the classroom.

I love how the relationship between students and teachers is much more informal than it is in the States: teachers seem more like parents than the distant professionals various regulations have forced U.S. teachers to be[2].  I love the way all of my students take pride in the class they come from, the way their class becomes a sort of family.  I love the way the whole school feels like a family, like a home.

But there is no denying that teaching in Indonesia is also a considerable challenge.

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One of my classes didn’t have a white board for a while, so we used the floor instead.

I laugh now at how much of my own training to become a teacher focused on the use of technology in the classroom, as I now work in classrooms with one whiteboard, no markers unless I bring them myself, and a few shared projectors that can’t be used half the time because of mati lampu.

The classrooms are hot, and often packed with far more students than I would ever recommend in one class[3].  Sometimes, there are not enough chairs for all of the students.

The students take too many classes.  My students take anywhere from fourteen to seventeen classes during their six day school week, and this leaves a mere hour and a half each week for English.  I remember being in college and taking seven or eight classes in a semester, rather than the recommended six, and finding that I was never able to find as much time as I wanted to dedicate to each subject; I can’t imagine how my students survive.

Teachers show up late to class, or not at all, and there doesn’t seem to be any real accountability for them.  And there is no system of substitute teachers in Indonesia, which means the students are left alone for that period.  Students come late to class and skip class too, generally coming to school but hanging out in the canteen when they don’t feel like going to class.  The teachers reprimand them, but in some ways I can’t blame them, what with the examples they see every day.

Every day, I navigate the ups and downs of these joys and frustrations.  Perhaps the most difficult part of this is differentiating when something is particular wonderful or vexing because it simply is, or because it is so different from the American context in which I am accustomed to learning and working.  I do my best to consider everything as objectively as possible—which makes me pretty confident in my critiques of classroom size, but less so in regards to just how advantageous collectivism in the classroom is—but the truth is I will never really be sure.

One of hardest things about teaching in Indonesia, for me, is not having a consistent space in which to teach.  In Indonesia, the students do not come to the teacher; the teacher goes to the students.  This means that I need to be able to carry all of my supplies for a lesson with me, and they need to work in ten different classrooms with ten different set-ups[4].  This means my students sit in the same classroom all day.  This means I cannot leave permanent learning spaces in the classroom.  It is maddening.

At the beginning of the second semester, my school moved the entire tenth grade to a new building, leaving the old tenth grade classrooms empty.  We had just used the required content of diary entries to compare and contrast American and Indonesian schools.  I saw an opportunity.  I took it.

In one of the classrooms left empty by the tenth grade move, my teachers and I have created an American Classroom.  It started as an experiment, as a one-week trip to give them a taste of what they had read about and we had discussed.  But the students and my co-teachers loved it so much that English Class is now held in the American Classroom every week, and I use the space for all of the after-school English activities I run as well.

Students flock to the world map in the back of the room when they arrive, pestering me with questions about different countries on the map (ever so thankful for my high school geography class now).  On the way out they take selfies with the American Flag while making jokes about how they are in the U.S.A.  And they tease me for refusing to take down the Indonesian Flags on the ceiling: “This is the American Class, Miss!,” while I insist on the beauty of campur (mix).  When they are assigned to present on a hero of their choice, a handful of students in each class pick the American social justice leaders whose inspirational quotes are displayed by the door.

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Students using the Irregular Verb Word Wall for a poetry exercise.

But it’s not just about the decorations.  It’s about creating a permanent space to learn in.  When it was time to incorporate biographies into the tenth grade curriculum, I was able to create an interactive gallery walk about famous Black American heroes, something that, had I needed to move it to each of my ten classes, would have taken too much class time to set up to really be feasible; those same biographies now line one of the classroom walls, and some of the eleventh graders, visiting the American Classroom after school, recently read through and asked me questions, thereby extending the Black History Month lesson well beyond only the classes I teach.  I have created Word Walls of all the new vocabulary they were exposed to last semester, and of the irregular verbs they have been working with so intensively this semester; not only does this act as a great resource for students while they are doing their work (no more leafing through the notebook for those words they cannot remember), those students who tend to finish work a bit more quickly go to these Word Walls when their assignment is finished, extending their vocabulary.  Upon the request of my co-teachers, I will be adding more quotes and reading materials for some of the other walls, to provide more extended practice for high-achieving students.  Students are currently working on their own poems, and I plan to display that poetry on one of the walls which, for now, is intentionally blank.  There may only be three months left in or grant, but I already have so many ideas as to how to use this new space for future lessons.

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The kind of lesson that just wouldn’t really be feasible without the American Classroom.

I don’t think I’d be exaggerating when I say that every aspiring teacher dreams for the day when they have a classroom of their own.  I ended up with my first classroom in a fairly untraditional fashion, in a borrowed, faded, unused classroom, devoid of desks and chairs and with broken windows and a whiteboard that had to be re-nailed to the wall.  But as I sweep the classroom floor before school, and students start to file in early (usually stealing the broom from me in the process—it is considered disrespectful if they let their teacher do the classroom cleaning), firing questions off right from the beginning about whatever it is I have added to the wall or written on the board that week, satisfaction settles in around my smile.  What I have is a classroom that is a blend of American and Indonesian traditions, with both an American and an Indonesian teacher, with some of the loveliest students any teacher in the world could ask for.  Who needs desks?

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Waiting for students to arrive.

[1] This probably comes from the culture of collectivism that prevails in Indonesia.  Collectivism is complicated, with plenty of positives and negatives alike, and I don’t fully understand it yet, but I do so love this one element.

[2] Most of the teachers I have worked with are not actually all that distant.  But there is no denying that any time a student would give me a hug there was bound to be someone telling me to be careful about physical contact with students, and I could really only get away with it at all because I am a woman.  This is not the case in Indonesia.  Students and teachers touch all the time (though gender does play a role, still).

[3] This year, my largest class has thirty-six students, which is pretty close to the average class size in Indonesia.  Last year, I had more than one class with forty students in it, and fellow ETAs have taught in classes pushing fifty students.  In comparison, the average U.S. High School Classroom, according to data from 2012, is 26.8.

[4] Objectively, I know this experience will make me a much stronger teacher in the future, especially if, instead of becoming a more traditional classroom English teacher, I go into ESL education and work in a variety of classroom alongside other subject teachers.  Nonetheless, I am an American teacher trained with the expectation of someday having a classroom space of my own, and the lack thereof wears on me.

My Wish for You: MAN Model WORDS Competition 2016

Each year, the Fulbright English Teaching Assistants (ETAs) hold English Speech Competition called WORDS at their respective schools, and the winner from that competition goes to Jakarta to compete nationally and participate in a number of activities with other WORDS winners from all over Indonesia.  Many ETAs refer to WORDS as one of their favorite parts of their grant year, myself among them.  After learning so much from my first WORDS competition last year, I couldn’t wait for WORDS to come around this year.

Due to the testing schedule for this year, and judge availability, and a slew of other factors that needed to somehow be juggled (typical ETA life, that), the WORDS Competition for this year had to be scheduled much earlier in the semester than it did last year, giving my students less time to prepare.  This only added to students’ nervousness, and so I decided to do away with the memorization requirement for this year, and spent far more time leading up to the completion simply telling students that mistakes were okay and that they shouldn’t be takut (scared), than I did actually helping students to write and practice their speeches.

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This is the photo that was taken for the WORDS banner.  There are only fifteen students pictured here, and to be honest, I anticipated that even fewer would show up to the actual competition.  But my students perseverance surprised even me, and eighteen arrived on the day of the competition.

 

Each year, there is a different theme for the speeches, and this year’s was “Three Wishes.”  Students were asked to think about the question, “If you were given three wishes to change something about the world, Indonesia, or yourself, what would you wish for?” and structure their speech around that idea.  The students who participated in our competition wished for everything from the end of corruption in Indonesia, to becoming the best scout member at MAN Model, to ending war in the world, to being able to talk again with their parents who had passed away.

There were a number of students who were able to memorize their speeches even with the short time available to them, while others read their speeches from notebooks.  Some students demonstrated a talent, while for others simply giving the speech was all they had time to plan.  All of them were nervous, but all of them bravely took the stage.  Speaking on stage in a language that is not your own is no small feat, and I was proud of every one of my students.

Choosing the winner for the competition was no easy task for my judges, one of my site mates and my closest Indonesian friend, who was actually the WORDS winner from MAN Model two years ago.  I’m glad the final decision was out of my hands, because if I had my way I would be taking a whole group of students to Jakarta.

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All of the students recognized with various awards, and the adults privileged to watch them perform.  From left to right: Ibu Tuti (English Teacher), Ibu Ike (English Teacher), me, Sidrah (Judge ), Indah (Third place), Ayu (Second place), Noni (First Place), Fani (Best Personality), Naafi (Best Talent), Akbar (Most Creative), Clare (Judge), Bu Cici (English Teacher), and Pak Mustain (English Teacher).

The winner ended up being a girl named Noni, who not only gave a thoughtful speech about how in order to change the world it is important to first gain the support for your family and change yourself, but also wrote a song (in English!) on that same theme.  Noni is also the reason many of the other participants even took the stage, as she spent much of her time prior to the competition convincing both her classmates and students from other classes to “Just try!” because “It is a good experience!”  I’m very excited to work with Noni over the course of the next month to improve her speech and prepare her for our adventures in Jakarta.

WORDS always takes a considerable amount of planning and work, but it is worth every minute of it.  Since the competition, my phone’s inbox has been full of texts from students saying things like, “Miss, after WORDS Competition I’ll be confident and run after my dream!” We may only be able to take one student to Jakarta for the national competition, but even our local competition is a great opportunity for all of our kids.

While as an ETA I am not permitted to prepare my own speech, if I were to take on the topic of three wishes, my hopes would center very much around my students: that they continue to work hard and find success in all they strive to achieve; that they see themselves as the amazing young people I know them to be; and that they continue to learn and grow as I have seen them do while I have been fortunate enough to be their teacher.

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The whole crew.  I cannot express just how proud I am of all of these students.